scholarly journals Corrective Feedback to Improve Students Writing Ability

2017 ◽  
Vol 1 (2) ◽  
pp. 59
Author(s):  
LINA MARIANA ◽  
Diani Nurhajati
Keyword(s):  
Creative Writing ◽  
Short Story ◽  
Lesson Study ◽  
Corrective Feedback ◽  
Grammatical Structure ◽  
Writing Ability ◽  
Written Corrective Feedback ◽  
Writing Class ◽  
Before And After ◽  
Oral Corrective Feedback

This article refers to a Lesson Study research implementing Corrective Feedback to enhance the students writing ability. The research aims to identify: (1) kinds and types of corrective feedback given by the lecturer to improve the students writing ability and (2) the process of giving corrective feedback in Creative Writing classroom. It was conducted to 37 second year students in the odd semester of 2016/2017 academic year of a University of Nusantara PGRI in Kediri, East Java. Questionaire, interview and tests were given before and after the implementation of corrective feedback activities and it had two cycles, consisting of three main stages, they are Plan, Do and See stage. The instruments used were questionnaire and interviews were given to the students before and after the implementation. The result showed that corrective feedback activities improved students writing ability. The students were interested in creative writing class as they paid good attention and felt fun when they were involved in making creative paragraphs consisting of a short story to be presented in front of the class and expressed their ideas upon the stories given. Their worries of making mistakes were decreased since the lecturer gave oral corrective feedback directly when they made mistakes in deciding the intrinsic elements of making short story and also when the lecturer made some notes upon their works as written corrective feedback discussing about the aspects of writing such as grammatical structure of sentences, vocabulary, ideas, organization and also mechanic. After having some beneficial notes to be revised the students will absolutely get the points about what the mistakes and weaknesses they made that not to be done again for the next project.

scholarly journals The Impact of Teacher’s Indirect Written Corrective Feedback on Eleventh Graders’ Explanation Writing Ability

2020 ◽  
Vol 7 (2) ◽  
pp. 201-215
Author(s):  
Septia Tri Gunawan ◽  
Ratna Sari Dewi ◽  
Zaharil An'asy
Keyword(s):  
Corrective Feedback ◽  
Research Subjects ◽  
Writing Ability ◽  
Purposive Sampling ◽  
Writing Test ◽  
Written Corrective Feedback ◽  
Eleventh Graders ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact

ABSTRACTThis study is intended to acquire empirical evidence regarding the impact of the teacher's Indirect Written Corrective Feedback on students' writing ability of explanation texts. Fifty six students enrolling at a high school in Jakarta were selected as the sample. They were separately distributed in the experimental class and the control class that respectively contained 28 students. Purposive sampling was utilized to recognize who the research subjects were and what level of their competence was for inclusion in this study. A quasi-experimental design, which is a subpart of a quantitative method, was employed. The data were assembled by running a writing test in the pre-test and post-test sections, whose results were followed by normality and homogeneity tests. The findings showed that the experimental class’ post-test outcome was 64.71, while the control class’ post-test was 58.25. Since the t-value surpasses the t-table (2.502>1.675), it indicates that the teacher's Indirect Written Corrective Feedback has a significant effect on improving students' writing explanation texts.ABSTRAKStudi ini bertujuan untuk memperoleh bukti riil terkait pengaruh dari umpan balik tertulis tidak langsung oleh guru terhadap kemampuan siswa dalam menulis teks eksplanasi. 56 siswa yang bersekolah di sebuah sekolah menengah atas terpilih sebagai sampel. Siswa tersebut terbagi dalam kelas eksperimen dan kelas kontrol, yang masing-masing kelas berisikan 28 orang. Oleh karenanya, purposive sampling diterapkan karena peneliti sudah mengetahui siapa saja subjek penelitian dan kompetensi apa saja yang dimiliki. Desain kuasi-eksperimen yang merupakan sub-bagian dari metode kuantitatif digunakan oleh peneliti. Data diperoleh dengan mengadakan ujian tes tulis yang terdapat pada pra-tes dan pasca-tes yang diikuti dengna uji normalitas dan uji homogenitas. Hasil temuan menunjukkan bahwa rata-rata hasil pasca-tes yang diraih oleh siswa di kelas eksperimen sebesar 64.71, sedangkan 58.25 adalah hasil dari siswa kelas kontrol. Karena nilai t hitung melampaui nilai t tabel (2.502>1.675), maka hal tersebut menandakan umpan balik tertulis tidak langsung oleh guru memiliki dampak yang signifikan dalam meningkatkan kemampuan menulis siswa menulis teks eksplanasi.

scholarly journals Improving content, organization, vocabulary, language use, and mechanics using Movie Trailer Media

2021 ◽  
Vol 10 (2) ◽  
pp. 728
Author(s):  
Nehru Pasoloran Pongsapan ◽  
Andi Anto Patak
Keyword(s):  
Language Use ◽  
Writing Skills ◽  
Writing Ability ◽  
Content Organization ◽  
Significant Difference ◽  
Writing Class ◽  
Before And After ◽  
Post Test ◽  
Digital Material ◽  
The Media

<span lang="EN-US">Writing implicates conveying or communicating ideas or thoughts obliges the media either in conventional (paper and pen) or digital material (computer). This research applied a pre-experimental approach with one group pretest and post-test design. The independent variable is movie trailers as teaching media. The dependent variable is students' writing skills consist of content, organization, vocabulary, language use, and mechanics. This research indicated a significant difference in writing skills before and after the treatment using movie trailers with narrative text. There were 30 writing class students participated in this research; hence, they are homogeneous. Students seemed to be more encouraged to learn more about writing skills with enjoyable and relaxing strategies. This research signposted significant impact on the movie trailer's usage of writing skills’ improvement. Movie trailers could be used as one of the learning media to foster students' resolution in telling stories in writing based on the imagination that comes after watching. Therefore, this research recommends using a movie trailer as one strategy to improve the students' writing ability.</span>

scholarly journals The Role of Oral Corrective Feedback Types in the Acquisition of the Grammatical Structures

2016 ◽  
Vol 6 (3) ◽  
pp. 127
Author(s):  
Firoozeh Abedini ◽  
Mohammadtaghi Shahnazari
Keyword(s):  
Language Learners ◽  
Corrective Feedback ◽  
Grammatical Structure ◽  
Efl Learners ◽  
Different Types ◽  
Oral Corrective Feedback ◽  
Third Person ◽  
Clarification Request ◽  
Grammatical Structures

<p>This study investigated whether the effects of different types of corrective feedback (CF) (simple clarification request, enhanced prompt and elliptical elicitation) would differ on the acquisition of different types of grammatical structures. The target grammatical structures were verb endings (morphological morphemes) in three different English tenses including the simple present third person singular “-s”, the present continuous verb formation marker “-ing”, and the simple past verb ending” -ed”. These targets were chosen because they are rather problematic for EFL learners to acquire. For this purpose, 31 L1 Persian EFL learners at intermediate level were given an opportunity to carry out some tasks and were provided with different types of CF on their erroneous utterances. Data analysis on the output accuracy following feedback on the three grammatical targets showed that the proportion of errors corrected in response to CF in the form of enhanced prompt was more than the proportion of errors corrected in response to the other two types of CF. These results suggest that the more explicit the CF, the more effective it would be in correcting language learners’ erroneous utterances regardless of the type of given grammatical structure.</p>

scholarly journals THE ANALYSIS OF PROBLEMS ENCOUNTERED BY BEGINNER WRITER IN WRITING A SHORT STORY: A Case Study in Creative Writing Class

2019 ◽  
Vol 2 (3) ◽  
pp. 402
Author(s):  
N. Y. Pratiwi
Keyword(s):  
Creative Writing ◽  
Short Story ◽  
Creative Process ◽  
Self Perception ◽  
Technical Problems ◽  
Writing Performance ◽  
Writing Class ◽  
Writing Course

Creative process is the journey that a writer takes in order to create a piece of creative writing. During this process a writer, especially a beginner writer, encountered numerous obstacles which influence the writing performance. This study was aimed to analyze the problems faced by the students of Creative Writing course in Ganesha University of Education and describe how the students deal with the problems. The problems analyzed consist of three major aspects of writing fiction, namely literature elements, technical problems, and students’ self-perception. The study found out that the majority of the students experienced similar problems from certain elements, meanwhile there were also problems found that appeared to be different from one another. This leads to further findings that the students conducted various attempts to deal with the problems..  

scholarly journals Students’ Preferences Towards Lecturer’s Written Corrective Feedback in Writing Class

2021 ◽  
Author(s):  
Gusti Sofia Rizky Ramadhani ◽  
Abdul Muth’im ◽  
Emma Rosana Febriyanti
Keyword(s):  
Corrective Feedback ◽  
Written Corrective Feedback ◽  
Writing Class

scholarly journals WRITTEN CORRECTIVE FEEDBACK IN ACADEMIC WRITING CLASS: HOW DOES EXPERIENCED TEACHER LEAD THE EFFECTIVE PRACTICE?

2021 ◽  
Vol 19 (1) ◽  
pp. 150
Author(s):  
Dayat Dayat
Keyword(s):  
Language Learning ◽  
Academic Writing ◽  
Learning Experience ◽  
Corrective Feedback ◽  
Structured Interview ◽  
Student Writing ◽  
Experienced Teacher ◽  
Written Corrective Feedback ◽  
Writing Class ◽  
Teacher Students

<p class="StyleAuthorBold"><strong>Abstract</strong></p><p>The research aimed to investigate an Indonesian academic writing teacher’s practice on written corrective feedback (WCF) in academic writing class. A case study involving an experienced Indonesian academic writing teacher and teacher students were employed. To gather data, a semi-structured interview was conducted. The data were then analyzed using the content analysis method. The findings indicated that the teacher’s practice on WCF was mediated by her language learning experience. Thus, the teacher provided WCF on her students’ writing drafts by considering the students’ personalities and their level of writing ability. In correcting student writing errors, the teacher used several types of WCF; direct and indirect correction; metalinguistic clues to the errors; and the reformulation of the wrong words. The relevant pedagogical implications for teachers in conceptualizing WCF and in learning and practicing it on their daily instruction based on their knowledge, experience, and reflection-on-practice.</p><p> </p><p class="StyleAuthorBold"><strong><em>Abstrak</em></strong></p><p><em>Penelitian bertujuan untuk mendeskripsikan praktik dosen Indonesia dalam penulisan akademik tentang umpan balik korektif tertulis (WCF) di kelas penulisan akademik. Penelitian termasuk studi kasus yang melibatkan seorang dosen Indonesia dalam menulis akademik yang berpengalaman dan mahasiswa. Untuk mengumpulkan data, dilakukan wawancara semi-terstruktur. Data tersebut kemudian dianalisis dengan menggunakan metode analisis isi. Temuan menunjukkan bahwa praktik dosen pada WCF dimediasi oleh pengalaman belajar bahasanya. Dosen memberikan WCF pada draf tulisan mahasiswanya dengan mempertimbangkan kepribadian mahasiswa dan tingkat kemampuan menulisnya. Dalam mengoreksi kesalahan menulis mahasiswa, dosen menggunakan beberapa jenis WCF; koreksi langsung dan tidak langsung; petunjuk kesalahan metalinguistik; dan perumusan ulang kata yang salah. Implikasi pedagogis yang relevan bagi dosen dalam membuat konsep WCF dan dalam mempelajari serta mempraktikkannya pada instruksi harian berdasarkan pada pengetahuan, pengalaman, dan refleksi pada praktik yang dilaksanakan.</em></p>

scholarly journals WRITTEN CORRECTIVE FEEDBACK APPLIED BY ENGLISH TEACHER AT THE EIGHTH GRADE STUDENTS OF SMP NU PALANGKA RAYA

2021 ◽  
Vol 4 (2) ◽  
pp. 33
Author(s):  
Umratul Janah ◽  
Wahyuningsih Usadiati ◽  
Ristati Ristati
Keyword(s):  
Data Collection ◽  
Corrective Feedback ◽  
Eighth Grade ◽  
Written Feedback ◽  
English Teacher ◽  
Word Choice ◽  
Written Corrective Feedback ◽  
Writing Class ◽  
Eighth Grade Students ◽  
Affective Feedback

This study was aimed at investigating written corrective feedback applied by an English teacher in writing class at eighth grade students of SMP NU Palangka Raya. Two research questions were formulated in this study. (1) How is the teacher written corrective feedback technique applied in English class of SMP NU Palangka Raya; (2) What are written feedback patterns applied by an English teacher in writing class at eighth grade students of SMP NU Palangka Raya.  This study was case study with qualitative approach. For the data collection, it was used the instruments such as observation equipped with observation checklist, interview equipped with interview guideline, documentation and field notes. To analyze the data, it was through the techniques: data collection, data display, data reduction, and conclusion/drawing. For the data endorsement, it was used triangulation technique. The results showed that the teacher applied written corrective feedback technique in the class by some steps. The written corrective feedback applied by the teacher focuses on correct word choice, punctuation, grammar, organization, spelling, and content. The teacher also used affective feedback which feedback in the form of motivation on teacher’s writing. The patterns of written corrective feedback were feedback sandwich and gold star. Students’ response through written corrective feedback applied were: (1) teacher written feedback was objective, (2) teacher written feedback was clear, (3) teacher written feedback assisted the students (4) teacher written feedback was encouraging

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